WHAT KIND OF CHOICE HAS OBAMA PREPARED FOR PRESIDENT-ELECT TRUMP?PART 1 of 2

By
Anita Hoge
December 17, 2016
NewsWithViews.com

Mr.
Trump must understand the Obama-Driving Forces that have begun to transform
the Republic – especially the Obama “Equity” Agenda
in Education.

Will
Mr. Trump keep his Promises? Or will he embrace President Obama's Plans?

President
Obama's key objectives for education were to redesign schools and reform
how schools were funded. Instead of distributed funds based on ZIP CODE,
funds would be based on student “need”. The federal government
WOULD develop a mechanism to monitor and enforce student PERFORMANCE through
systemic Common Core. To make sure the federal government's investment
would be tied to federal funding and federal outcomes, President Obama
initiated so-called “CHOICE IN EDUCATION” based on a “per
pupil expenditure.” Everything would be tied to the individual STUDENT,
your child in the classroom.

Speaking
in terms of “equity and excellence,” President Obama had a
very well defined “CHOICE” plan to establish a complete “equitable”
Democracy – and to extinguish our Republic – with the force
of the federal government behind it. His “CHOICE Plan” has
already been written and has been laid bare for anyone to read it. It
is called For Each and Every Child: A STRATEGY FOR EDUCATION EQUITY
AND EXCELLENCE.

Here
is President Obama's idea of CHOICE and EQUITY. As you read this ask what
“Equity” means. (Source)

On
page 17 of President Obama's report it states: “The time has come
for bold action by the states—and the federal government—to
redesign and reform the funding of our nation’s public schools.
Achieving equity and excellence requires sufficient resources that are
distributed based on student need, not zip code, and that are efficiently
used.”

Page
19: “Accordingly, this commission believes the time has come for
bold action by the states—and the federal government—to
redesign and reform the funding of our nation’s public schools.

“...and
develops mechanisms that allow the federal government to MONITOR and
ENFORCE the ongoing performance of its new equity and excellence investments
to make sure those investments are, in fact, enhancing student achievement.”

Page
20: “ENFORCE its equity mandates in a fair and intelligent manner.
ENFORCEMENT mechanisms should be tied to federal funding and equity
of outcomes.” (All emphases added.)

What
has President Obama accomplished to date? National standards, a national
curriculum, a national test, national teacher standards, and a national
database to monitor all of the above.

The
“big picture” features key elements that President Obama designed
to shape and mold his “rebirth” in education. He started with
Common Core standards designed and benchmarked by ACT that were developed
from the Department of Labor's blueprint for training a new global worker.
Individual students must attain proficiency aligned to national testing,
but no one really knows what that means. Outside federal actors, the CCSSO
(the Chief State School Officers club) and the NGA (National Governors
Association), copyrighted the standards that were attached to accepting
Race To The Top funds. States obliged and jumped through hoops for the
funds.

Obama's
Executive Order 12866 changed FERPA privacy laws that unlocked personal
data on children. This promoted data-mining on individual students, and
expanded state longitudinal data systems identifying young citizens and
teachers with a unique national ID. Schools were a target for “turnaround.”
Obama’s illegal ESEA Flexibility Waivers combed the country, scouring
for traditional teachers or any principal (also with a unique national
ID), to remove them for not abiding by Common Core. The curricula, software,
and testing were all validated and aligned to Common Core. Through this
process third party vendors are able to access the data, utilizing cross-referencing
capabilities of algorithms designed to monitor and assess teacher and
student behavior. Teachers must teach to the test because they will be
evaluated on the outcomes of how their children fare on national tests.

Using
IDEA funds (special education) means that teachers who acquiesced to this
Total Quality Management (TQM) system were re-trained in psychological
interventions and techniques. This effectually moves the entire education
establishment into mental health conditioning through implementing social,
emotional, and behavioral standards into everyday classrooms. The personally
identifiable data on each child is now entered into state longitudinal
systems that devise psychometric dossiers on students. These intimate
dossiers are digitized instantly in national data warehouses of the NCES/IES.

Funding
is the next requirement that would totally control all aspects of schooling,
teachers, and student. While the other goals have already been accomplished
through ESSA (Every Student Succeeds Act of 2015), the focus
has turned to the money “following the child.” This
would be the last step in complete federal control of education.

Regulations
are currently being written for ESSA that focus on funding the individual
child. This is the last piece of the Obama Title I equity and excellence
agenda.

The
new ESSA legislation creates a model for how schools will be refinanced
to be sure that all children are funded equally the same, called “per
pupil expenditures.” This is a major portion of the ESSA legislation.
These new financial rules change how schools would be funded and transfers
the focus to the child. ESSA refers to this aspect as a “per
pupil expenditure” and the funding is defined in the legislation
as “public school choice.” (Source: ESSA,
‘(D) PUBLIC SCHOOL CHOICE; PAGE 92) The word that must be remembered
here is PUBLIC. Public school “choice” is
an oxymoron, since what the government monitors and regulates is not true
parental “choice.”

Parent
warriors know that Common Core standards shifted the power away from the
teacher in the classroom. This was done with NO LOCAL VOICE, no local
CONTROL. The local school boards of America must follow the federal Common
Core prescription. Common Core standards “follow the child”
and are the 85% the same in every state. States
only have the limited ability to change 15% of their curriculum to truly
LOCAL or state-initiated. Consider that 95% of students must take the
national test. The regulations mandate that the states comply with the
feds by the enforcement of the 95% rule that prohibits no more than 5%
of children to opt out of tests. So much for parental freedom of choice!

Parent
warriors also know that the National Center for Education Statistics,
Institute For Educational Sciences (NCES/IES) set up each state with grants
to expand their state longitudinal data system that monitors, collects,
and allows data mining on individual children, complete with a unique
national ID and a dossier that “follows the child.” Common
Core data elements have the digital sameness in
every state, thus resembling a nationalized curriculum. This is aligned
to the Common Core accountability system, with cross-referencing capabilities
to monitor if the children or the teachers are meeting Common Core goals.

But
what's missing? Truly equitable funding! The money must “follow
the child” and every child will have the same amount of money as
a stipend. But ask: WHICH money has been targeted for traveling with the
child? Title I that moves with the child is called “portability”
but don’t confuse it with true choice. In reality it’s that
sameness that follows that same
pattern that aligns the individual child to the Feds. Thus the impact
of “equitable” funding ultimately intends to destroy your
neighborhood school, as well as demolish your property rights, state’s
rights, and your local voice in education. Here's why:

How
Will Title I Enforcement Measures Force School Districts to "Equalize"
Student Funding?

The
U.S. Department of Education stated that the typical public
school in the United States spends approximately $12,000 per year for
each child enrolled. This suggests that a child who is enrolled in a public
school from kindergarten through the end of high school will have as much
as $150,000 spent on primary and secondary education. In essence, President
Obama’s Plan will use Title I “supplement not supplant”
regulations that will force local schools to divvy-up 50% of total money
given by the Feds. Public school “CHOICE” also allows a public
school child to go to the public school of their CHOICE, including charter
schools. But the Feds define and control this “choice”.

The
following is a summary of the Obama regulations being written as you read
this passage. (Source)

“Purpose
of This Regulatory Action: On December 10, 2015, President Barack Obama
signed the ESSA into law. The ESSA reauthorizes the ESEA, which provides
Federal funds to improve elementary and secondary education in the Nation's
public schools. ESSA builds on the ESEA's legacy as a civil rights
law and seeks to ensure every child, regardless of race, national
origin, socioeconomic status, background, or zip code, receives the
support needed to succeed in school.”

"As
the statute affirms, the purpose of title I, part A of the ESEA is to
“provide all children significant opportunity to receive a fair,
equitable, and high-quality education, and to close educational
achievement gaps.”?

"The
new ESSA statutory language focuses not on costs and services, but on
funds. Specifically, section 1118(b) of the ESEA requires that
an LEA “demonstrate that the methodology used to allocate State
and local funds to each [title I school] ensures that such school
receives all of the State and local funds it would otherwise receive
if it were not receiving assistance under [title I].”

"Importantly,
States and LEAs need not shift resources among schools in order to comply
with this provision, but instead may elect to provide additional State
and local educational funding to title I schools to ensure compliance
with the supplement not supplant provision of the law."

"...hundreds
of LEAs across the country, title I schools are receiving, on average,
hundreds of thousands of dollars less in State and local funding
than the average non-Title I school. These are critical funds that could
be spent on, for example, wrap-around services, high-quality preschool,
access to advanced coursework, or incentive pay for educators who choose
to work in high-need schools." (Emp. Added.)

So,
what does all this mean? The “supplement and supplant”
equation means the Federal regulations will force the local school
district and state to pay up. The Feds pitch in $6000 for each child and
the local school MUST pitch in $6000 for every child. This 50/50 bargain
will use an equalized per pupil expenditure from both federal and
state/local funds as a new way to finance children...
NOT SCHOOLS! Did you catch that? The Feds are financing your CHILD! So
ESSA Title I is setting up the grand bargain that says every child should
be funded exactly the same and all parties MUST give the same amount.
No one has asked the KEY QUESTION of how state legislatures will be willing
to give up their state sovereignty when Title I money
would bypass their state budgets with the federal money directly funding
the child. Will Title I Portability create a Constitutional Crisis in
states’ rights?

Will
Per Pupil Expenditures and Title I "Supplement and Supplant"
Equation Be Used for Private School CHOICE?

Mr.
Trump vowed this last September:

“As
your President, I will be the nation’s biggest cheerleader for
school choice. I want every single inner city child in America who is
today trapped in a failing school to have the freedom – the civil
right – to attend the school of their choice.’’

The
question that must be asked is this – Is President-Elect Trump really
only focusing on poor inner city children, OR has he
aligned his agenda with President Obama's “no poverty” guidelines
to encompass ALL children in EVERY SCHOOL, which is called
the SCHOOL-WIDE Title I Common Core net? And, will this
be the money that President-Elect Trump targets for use in his proclaimed
CHOICE agenda?

Bear
in mind that Sen. Ted Cruz proposed Title I portability
to be those equitable funds in his S 306. In other words, Common Core
would be a yoke around the Title I child's neck and Senator Cruz wants
to hand these Title I children over to private, religious, and homeschools
– schools that he redefined as a “private” school. But
note: the Feds link the money to the child! Rep. Luke Messer (IN-R) aligned
himself with this same agenda when he proposed legislation last year for
“CHOICE”. Rob Goad, aide to Rep. Messer, has been tapped by
the Trump campaign to advance this “CHOICE” agenda. Never
forget: When the Feds control the money they control the process from
start to finish in order to mandate compliance. The Feds will have their
hooks tethered to little Johnny and Suzy via government-sponsored and
controlled “choice.”

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We might
wonder if Mr. Trump is getting ALL the information he needs to Make
America Great Again. Or, worse, has there been a rerouting of his agenda
to make America socialized? That question has not been answered as yet,
but the writing is beginning to appear on the wall. Vice-President Elect
Pence may also be a guide as to which “CHOICE” the Trump campaign
will deliver, as well as Mr. Trump's selection for Secretary of Education,
Betsy DeVos, who is an adamant supporter of Common Core
school “CHOICE” and charter schools. What can we expect from
the Trump Presidency? For part two click below.

In
1990 a federal investigation was completed against the Pennsylvania Department
of Education, after filing a federal complaint against the Educational
Quality Assessment, EQA, & the US Department of Education's National
Assessment of Educational Progress, NAEP, under the Protection of Pupils
Rights Amendment. Forced the Pennsylvania EQA to be withdrawn. Forced
the US Department of Education to do their job to investigate the psychological
testing of children without informed written parental consent. NAEP was
never investigated because the Department said I didn't have standing,
although documents had proven that NAEP did experimental research &
used different states to pilot their agenda by embedding their test questions
into the Pennsylvania EQA as well as other state tests.

Subject
& main researcher for the book, Educating for the New World Order.
My story is told about an incredible journey into the devious & deceptive
operations of our government to change the values, attitudes & beliefs
of American children to accept a new world order. The first to document
the expansive data collection operation of our government establishing
micro-records on individual people in the United States. Experimentation,
illegal testing, & data collection is exposed.

Lectured
all over the Unites States in the 90's about illegal & controversial
testing, curriculum, & collection of data by our government. Arranged
& lectured town hall meetings all across the state of Pennsylvania
to withdraw affective student learning outcomes to stop Outcome Based
Education. In January of 1992, parents in Pennsylvania won the battle
against OBE when the Independent Regulatory Review Board had requested
that the State Board of Education remove all outcomes which dealt with
attitudes, habits, traits, feelings, values, & opinions which are
difficult & subjective to measure & that the remaining outcomes
be defined & coordinated with academic requirements that can be measured.
The battle continues.

President
Obama's key objectives for education were to redesign schools and reform
how schools were funded. Instead of distributed funds based on ZIP CODE,
funds would be based on student “need”. The federal government
WOULD develop a mechanism to monitor and enforce student PERFORMANCE through
systemic Common Core.